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Empathy, Self-Reflection, and Curriculum Choice
Journal article   Open access   Peer reviewed

Empathy, Self-Reflection, and Curriculum Choice

Suely Grosseman, Mohammadreza Hojat, Pamela M. Duke, Stewart Mennin, Steven Rosenzweig and Dennis Novack
The interdisciplinary journal of problem-based learning, v 8(2)
01 Jan 2014
DOI: https://doi.org/10.7771/1541-5015.1429
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://doi.org/10.7771/1541-5015.1429View
Published, Version of Record (VoR)CC BY-NC-ND V4.0,  Open

Abstract

Education & Educational Research Social Sciences
We administered the Jefferson Scale of Empathy and the Groningen Reflection Ability Scale to 61 of 64 entering medical students who self-selected a problem-based learning curricular track and to 163 of 198 who self-selected a lecture-based track (response rates of 95.3% and 82.3%, respectively, with no statistically significant differences in mean age or sex). Mean empathy and self-reflection ability scores were significantly higher among students who chose problem-based learning. Women scored higher than men in empathy. Women choosing problem-based learning had the highest empathy scores. Studies comparing students' performance and achievements in different curricular tracks should consider differences in personal characteristics such as capability for empathy and self-reflection that may cause students to prefer one pedagogic approach over another and affect their outcomes.

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3 citations in Web of Science

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

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Education & Educational Research
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